The articles and videos published via Learning Layers website page “Construction” are now available as Learning Toolbox (LTB) Chronicle, Vol. 1-3. In this way the Construction pilot team wants to highlight the importance of the Learning Toolbox as the main product of the project work and make transparent the process documented on the project website.

Below you will find the links to the overview posts of each volume and the overview on the LTB videos recorded in the training centre Bau-ABC Rostrup in 2014.

Construction pilot articles of the Learning Layers project (Year 4)

Pekka Kämäräinen

The Learning Toolbox Chronicle is a collection of articles on the work of the Construction pilot of the Learning Layers project. The co-design process that was initiated in 2013 by the project partners from the training centre Bau-ABC Rostrup has led to the development of the integrative toolset Learning Toolbox (LTB) to support online learning and knowledge sharing.

The articles of Vol. 3, 2016 report on the pilot activities of the fourth year of the Learning Layers project – on the major training campaign in Bau-ABC, on the pilot testing of Learning Toolbox and on reporting on the results.

This article reports on a workshop with Spanish apprentices who are getting apprentice training in Bau-ABC within the Mobipro-EU project. In the workshop we explored the possibility to use Learning Toolbox as support for such trans-national mobility.

In the earlier articles I have reported on the introduction of the integrative toolset Learning Toolbox (LTB) into apprentice training in our partner organisation Bau-ABC Rostrup (later on referred to as Bau-ABC). In the beginning of September 2016 I made a field visit with Markus Manhart (UIBK) and Jaanika Hirv (TLU) to collect feedback on the way trainers and apprentices have used the LTB. Below I report firstly some of our findings from focus group sessions and interviews. I also make some points on further uses of LTB to overcome some challenges in Bau-ABC training that we have discussed during the project work.

Shortly before that visit our research team organised a workshop for representatives of construction companies on the uses of LTB at construction work. In this workshop, architect Thomas Isselhard from our other partner organisation NNB (Netzwerk für Nachhaltiges Bauen) in Verden gave a presentation on using LTB at a construction site. He describes very lively, how their organisation started with the basics and got their contractors and other counterparts interested in the benefits of such toolset. The presentation was recorded on video and the links to the video are shared below.

In the final reflections I discuss, how we as a research team have interpreted the value of these findings and reports as basis for future-oriented scenarios in construction work.

Case 1: Learning Toolbox as support for apprentice training

In earlier articles on this page we have reported, how Bau-ABC trainers (Lehrwerkmeister) in have used LTB to support their training. In the beginning of the piloting (with new groups of apprentices in Bau-ABC) they prepared specific stacks and content tiles to support the apprentices’ project with which they were starting (on stacks and tiles, see the Learning Toolbox online guide). In order to spread the use of LTB and to consolidate the learning of apprentices, to patterns of cooperation and peer tutoring emerged:

The pilot group of well-builders (Brunnenbauer) rotated in a short time across several neighbouring trades (metalworking, road-building, pipeline-building) to get basic training in their areas. To support their learning, the trainers had built further stacks that matched closely with that of the well-builders for the other trades.

The pilot group of carpenters (Zimmerer) was involved in a joint project with bricklayers (Maurer) which required learning in both trades (Projekt Holzrahmenbau). Here the trainers of the two trades had built a set of stacks bringing together information on the joint task and background knowledge from both trades.

Screenshots 3 and 4: Linked stacks built for the joint project of carpenters and bricklayers

In the interviews with trainers and focus group meetings we found interesting differences in the training approaches:

Trainers who follow a problem-oriented training strategy tend to equip learners with comprehensive resources. The apprentices need to search as self-organised learners to find the problem-relevant information. The apprentices accepted this as training for their work situations on remote working sites when they have to be prepared for In a nutshell surprises. For them, the LTB can be characterised as a ‘well of information’.

Trainers who follow an interest-oriented training strategy tend to provide in the beginning fewer resources and only gradually open access to new resources. The learners are nurtured step-by-step with new impulses and challenges once they have started to find their own solutions and ways of working. In this case, the LTB can be characterised as a ‘watering can’.

When preparing scenarios for further use of LTB I shifted the emphasis to other challenges we had discussed with Bau-ABC trainers during the project – how to make training in Health and Safety (Arbeitssicherheit und Gesundheitsschutz) more inspiring. Another similar issue was, how to provide easy and filtered access to DIN norms that are relevant for skilled workers working on the site.

In both cases it is possible to support learning by providing filtered access to information via overview on the respective resources on Moodle (or similar platform). Then linking LTB to the respective Moodle application (or similar application) the users could find the resources easier (‘LTB as a well’). Then, in the training with such resources the training can introduce some kind of ‘gamification’ to guide the learners from tasks that require general knowledge to more demanding cases that call for special expertise (‘LTB as a watering can’).

Case 2: Using LTB at construction site – making it happen

Our second case is based on Thomas Isselhard’s presentation on the use of LTB as support for coordination of the work at a construction site. Two videos recorded on his presentation show, how the use of LTB helps to avoid communication gaps between different parties involved (video 1) and how to get new users accustomed to work with LTB (video 2).

Screenshots3 and 4: Retrieving updated construction plans with the help of LTB mobile app

The situations that Thomas presents as examples show, how the functionality of LTB help to overcome the gaps. Likewise, he demonstrates, how LTB as an integrative toolset can be customised for the users and by the users. Furthermore, he give insights into the ways in which new users get introduced to using LTB on the same occasion when getting their instructions for the construction work. With further examples he shows, how the contractors (or their construction workers) benefit from using the LTB for real-time knowledge sharing – instead of using outdated plans or wasting time for unnecessary searches. Also, they could send photos as progress reports to the LTB stack of that construction site immediately.

When preparing scenarios for promoting further use of LTB, it was possible to draw upon the mutually linked Verden-based organisations and networks for ecological construction work and outline their respective functions and target groups. In this way the ‘scenario’ became a set of working agendas addressing the uses of LTB by architects, craft trade companies, trade-specific networks, the permanent exhibition in Verden and the newly established regional competition of the Federal State of Lower Saxony to award energy-efficient building and renovation projects (“Die Grüne Hausnummer”).

Reflections

As researchers we have used these cases to interpret the above presented findings in the light of our background theories and concepts:

For us the first case – the Bau-ABC trainers’ transition to use LTB – is an example of gradual digital transformation and as enhancement of their pedagogy. Here, it is worthwhile to emphasise that the trainers have challenged apprentices to become self-organised learners and to take ownership on their learning. With the use of LTB they have seen more possibilities – and the learners have felt themselves more empowered. In this way the use of LTB has strengthened the training and learning culture based on action-oriented learning (Handlungsorientiertes Lernen) in Bau-ABC.

For us the second case – the use of LTB at the construction site in Verden – is a micro-case that demonstrates organisational and cross-organisational learning in a local context. Here we underline that ‘organisational learning’ is not merely a result of good management skills or good consultancy. Instead, the key point is in finding the way to promote interactivity and real-time knowledge sharing between the construction site manager, craftsmen and other stakeholders involved.

From the perspective of application partner organisations we see that the LTB has been developed to the degree of maturity to support the application partners. Also, both trainers in Bau-ABC and the networks of Verden have found their ways to customise the functionality for different use cases in apprentice training and construction work. In addition, new areas of training, networking and cross-organisational learning have been identified for follow-up initiatives have been identified.

The first three articles of this series have informed of a multimedia training campaign, of piloting with the integrative toolset Learning Toolbox (LTB) and with new complementary tools. All this has happened in Bau-ABC Rostrup, the major vocational training centre of construction sector in North Germany. This sixth article introduces a new context and target group for piloting with LTB – providing support for Spanish apprentices that participate in the trans-national mobility scheme Mobipro-EU.

On the transnational mobility scheme Mobipro-EU and how it works

The mobility programme Mobipro-EU is an initiative of the German Ministry of Labour and it is managed by the German Employment Agency (Bundesagentur für Arbeit). Its aim is to support the mobility of interested young people from other EU Member States to Germany to get apprentice training in the dual system of apprenticeship. The scheme provides support for the applicants firstly in their home countries (advice, application & selection procedure and three months’ language training). Secondly, it provides a project organisation that takes care of the training arrangements and accommodation. Altogether, the programme provides the necessary support for foreign apprentices to complete the regular German apprentice training. The programme was started in 2013 and Bau-ABC has become a regional coordination centre for apprentice training in construction sector in 2015.
Bau-ABC received its first group of Spanish apprentices (initially 15) in 2015. Some of the apprentices were placed in companies in Bremen and its immediate neighbourhood, others into North-German municipalities near Bau-ABC. Concerning the language learning, the programme envisages that the participants have completed intensive language course and language test (B1) already in their home country. However, upon request of the companies providing the apprenticeships, Bau-ABC has made local arrangements for additional language teaching for the groups in Bremen and in Rostrup.

LTB as support for learning and social integration of apprentices from Spain

The companies and Bau-ABC trainers have got a good impression of the motivation and commitment of the apprentices and want to continue the training. Thus, Bau-ABC and its partner companies will soon receive 50 new apprentices from Spain to be trained in construction companies in Bremen and in North-West Germany. Taking into account the progress with Learning Toolbox (LTB) in the intermediate training in Bau-ABC, Melanie Campbell started to develop a stack for the Mobipro-EU scheme to support the training of the present and new Spanish apprentices.

In the light of the above we organised a short LTB-workshop in Bremen on Friday 10th of June. In the beginning we gave a picture of the Learning Layers (LL) project and on the role of Learning Toolbox (LTB). Then we looked at the prototype stack for Mobipro-EU prepared by Melanie – see below a copy – and discussed, how to develop it further.

Issues raised by Spanish apprentices in the workshop

We had a very lively discussion. Here I try to give some impressions of topics that came up and tensions to be considered:

Making the move to Germany: The apprentices were pleased with the thick handbook (full of relevant information) provided by the Spanish consulate.

Making progress with the language skills: The apprentices had completed an intensive course and (most of them) passed the required language test. When coming to Germany they were surprised that their language skills were not always trusted and they were not encouraged to speak German.

Getting used to working for construction companies in Germany: Most of the apprentices had attended some kind of school-based vocational education with eventual workplace placement. Yet, the transition to a German apprentice contract (which is essentially an employment contract) provided a major cultural change.

Peer learning: Many of the problems and challenges encountered by the apprentices are such that no one has prior information – the members of the pioneering group have had to find their own solutions . In this respect the blog of Carlos has served as a forum, on which he has discussed questions of others. In this respect the LTB has a chance to provide a “Questions and Answers” section and a forum for new issues.

Recognition of prior learning: One of the shortcomings in the implementation of the Mobipro-EU programme has been the fact that far too little attention has been paid on the recognition of prior competences. Thus, it appears that apprentices may be guided to new occupations (that are alien to them) although they have received a school-based education in another.

We discussed these (and other) issues from many perspectives. We came to the conclusion that Learning Toolbox can play a significant role in supporting the newcomer group(s) with their start and with their adjustment to the new circumstances. We were pleased to see that the pioneering apprentices are willing to contribute to the development of LTB stacks and tiles and to share their valuable experiences.

This article reports on further steps to introduce the use of Learning Toolbox (LTB) to their areas of specialisation – by the trainers themselves (without the presence of supporting R&D partners of the Learning Layers project). The first case deals with extending the piloting to a new trade. The second case deals with the transversal learning area of Health and Safety.

New project for Brunnenbauer apprentices in Rohrleitungsbau

Originally the author had come to discuss with Bau-ABC trainer Stefan Wiedenstried the question, how to link his areas of specialisation (Strassenbau – road-building and Rohrleitungsbau – pipeline building) with the LTB-piloting. However, it appeared that the next group with whom he should work was the initial pilot group of the well-builders (Brunnenbauer) with whom his colleagues Lothar Schoka had started the LTB pilot in that area. Also, the same group had been the test group to whom the colleagues from Aalto University had presented the LL tool AchSo when they were having training in metalworking (see Article Four below).

This gave Stefan a clue, how to start. He looked at the stack that was prepared for the Brunnenbauer project in which the apprentices first time used LTB (Projektordner Schoka). And based on this model he started to develop his own stack (Projektorder Wiedenstried) in a similar format as the original.

The project “Waagerechter-Verbau” takes shape as an LTB stack

The title of his project is “1-03-04 Waagerechter-Verbau nach Din 4124″. The task is to prepare the grounds for laying pipelines for drinking water in exactly horizontal position according to the norm DIN 4124. After the introductory message Stefan created a collection tile that contains the project description and a set of photos that illustrate the task. He then tested the functioning of the chat function with Lothar Schoka, who also linked this stack to the ‘parent stack’ of this group of well-builders. After all these preparatory measures Stefan announced the stack on the Facebook-page of his trade “Tiefbau im Bau-ABC Rostrup”, see below:

Learning Toolbox for the area ‘Health and Safety’

We had already had some preliminary talks with the Health and Safety specialist (Sicherheitsfachkraft) of Bau-ABC, Thomas Weerts, on the use of LTB for this special area. At that time we came up with ideas, how to make essential reference materials and practical tools accessible for users with the LTB. Now it was time to put these ideas into practice.

We considered that this stack should not be exclusively for users in Bau-ABC but also in construction companies. Therefore, we named it as ‘Health and Safety in construction sector’ (Arbeitssicherheit in construction sector). Thus, it should support in-company trainers (betriebliche Ausbilder) and shop stewards for this area (Sicherheitsbeauftragten).

Firstly, (after an introductory message) Thomas prepared a collection of materials with links to web-based reference materials of Berufsgenossenschaften (public trade-specific bodies for hazard prevention and social insurance in industry and crafts & trades). Also, this collection introduces their mobile apps and compendia that are available as CD-ROMs in companies and training centres.

Secondly, Thomas prepared another collection with links to tools for individual users to assess health and safety risks in the context of work tasks (Gefährdungsbeurteilung). In apprentice training this is a mandatory task and it is supported by special worksheets provided by the respective Berufsgenossenschaften.

At that point we stopped, since Thomas had other duties. However, he had already created a prototype-stack by which gives an overview of some reference documents and on some tools to be used by construction workers and apprentices. He was prepared to continue with the next steps to bring more domain-specific issues and interactivity into picture. Here, the parallel work with trade-specific stacks (e.g. for carpenters, bricklayers and well-builders) can give some clues, how to draw attention to health and safety issues in these trades.

The Learning Layers project is supported by the European Commission within the 7th Framework Programme under Grant Agreement #318209, under the DG Information society and Media (E3), unit of Cultural heritage and technology-enhanced learning. Email us at: layers@learning-layer.eu